Academic Journal

Comparison of the teaching clinical biochemistry in face-to-face and the flex-flipped classroom to medical and dental students: a quasi-experimental study from IRAN

التفاصيل البيبلوغرافية
العنوان: Comparison of the teaching clinical biochemistry in face-to-face and the flex-flipped classroom to medical and dental students: a quasi-experimental study from IRAN
المؤلفون: Zahra Karimian, Pooneh Mokarram, Nahid Zarifsanaiey
المصدر: BMC Medical Education, Vol 24, Iss 1, Pp 1-17 (2024)
بيانات النشر: BMC, 2024.
سنة النشر: 2024
المجموعة: LCC:Special aspects of education
LCC:Medicine
مصطلحات موضوعية: Face-to-face education, e-learning, Blended learning, Flipped class, Flex model, Knowledge, Special aspects of education, LC8-6691, Medicine
الوصف: Abstract Introduction Biochemistry is one of the main courses of basic sciences in the medical curriculum, along with other difficult subjects that are difficult to learn. The emergence of new technologies has made it possible to test new methods such as e-Learning. In this study, we compared two methods of Flex-Flipped Classroom (FFC) and face-to-face. Method A quasi-experimental research was done which involved both medical and dental students studying the clinical biochemistry course in the joint semester in 2019. A total of 100 medical students were trained in biochemistry through face-to-face teaching, and 60 dental students were trained in the same course through the FFC model. Three researcher-made tools were used to compare the two groups to assess the student’s satisfaction, scores, and self-evaluation. The content validity of the tools was checked using the opinions of 10 experts through the CVI index. The results were analyzed using one-sample t-tests, independent t-tests, and ANOVA. Results Both groups scored significantly more than the cut-off-point (Mean > 3.5) in their average scores of the total and sub-components of the self-evaluation questionnaire (P 0.05). The students’ knowledge score in the FFC was slightly higher than that in the face-to-face method, but this difference was not significant(P = 0.758). Conclusion Both face-to-face and FFC methods were effective according to the students, but the level of satisfaction with the face-to-face method was higher. It seems that teacher-student interaction is an important factor in students' preferences. However, the students preferred the flexibility of multimedia. It seems necessary to use the advantages of each method in a model appropriate to the students' conditions and available facilities.
نوع الوثيقة: article
وصف الملف: electronic resource
اللغة: English
تدمد: 1472-6920
Relation: https://doaj.org/toc/1472-6920
DOI: 10.1186/s12909-024-05051-8
URL الوصول: https://doaj.org/article/1965eeafc4164c5598741dc14e7a0a97
رقم الانضمام: edsdoj.1965eeafc4164c5598741dc14e7a0a97
قاعدة البيانات: Directory of Open Access Journals
الوصف
تدمد:14726920
DOI:10.1186/s12909-024-05051-8